Rapid Evolution in the Face of Climate Change Drowsy Drosophila: Rapid Evolution in the Face of Climate Change

University of Florida Center for Precollegiate Education and Training Drowsy Drosophila:

RAPID EVOLUTION IN THE FACE OF CLIMATE CHANGE DROWSY DROSOPHILA: RAPID EVOLUTION IN THE FACE OF CLIMATE CHANGE

Authors: Jennifer Broo and Jessica Mahoney

Special thanks to the laboratory of Daniel Hahn at the University of Florida for developing the chill coma assay that served as the inspiration for this curriculum and for continued support for classroom implementation.

Development of this curriculum was supported by NSF IOS-1051890, NSF IOS 1257298, the Florida Agricultural Experiment Station, and the joint Food and Agriculture Organization/International Atomic Energy Agency (FAO/IAEA) CRP Dormancy Management to Enable Mass-rearing to Dr. Daniel Hahn.

Additional support provided by the University of Florida (UF) and the UF Center for Precollegiate Education and Training through an award to Dr. Mary Jo Koroly from the National Center for Research Resources and the Division of Program Coordination, Planning, and Strategic Initiatives of the National Institutes of Health through Grant Number R25RR023294.

The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Center for Research Resources or the National Institutes of Health.

Additional information regarding the UF Center for Precollegiate Education and Training is available at http://www.cpet.ufl.edu/.

Please direct inquiries to Julie Bokor at [email protected] or 352.392.2310.

Last updated: 10/25/2016

LESSON ONE 9 2 Introduction The Winners and Losers of Climate Change 3 Lesson Sequencing Guide 11 STUDENT PAGE: Whiplash Weather and Phenotypic Plasticity Reading Guide 4 Vocabulary 13 STUDENT PAGE: Climate Effected Species “Baseball Cards” 5 Next Generation 17 STUDENT PAGE: Winners and Losers of Climate Change Sunshine State 20 TEACHER PAGE: Winners and Losers of Climate Change — KEY Standards — Science

6 Advanced Placement

Biology Essential LESSON TWO 23 Knowledge and Chill Coma Assay and Evolution Investigation Science Practices (SP) 27 STUDENT PAGE: Student Protocol: Chill Coma Assay 7 Next Generation 30 STUDENT PAGE: What Can Cold Flies Tell Us About Evolution? Science Standards (NGSS) 35 STUDENT PAGE: Measuring Evolution with the Hardy- Weinberg Principle 67 STUDENT PAGE: Pre/ 38 TEACHER PAGE: What Can Cold Flies Tell Us About Evolution? Post Unit Assessment — KEY and Survey 43 TEACHER PAGE: Measuring Evolution in a Hardy-Weinberg TEACHER PAGE: 74 Principle — KEY Part I of Pre/Post Assessment —KEY 75 STUDENT PAGE: LESSON THREE 47 Drowsy Drosophila Teacher Procedure: Patterns of Natural Selection Summative Written Assessment Questions 49 STUDENT PAGE: Patterns of Natural Selection 79 TEACHER PAGE: 59 TEACHER PAGE: Patterns of Natural Selection — KEY Drowsy Drosophila Summative Written Assessment Questions — KEY

ABOUT THE COVER: Macro photo of drosophilia

DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change 1 Introduction

atural selection is a central theme in biology and an important concept for student understanding of a wide variety of topics. One such topic is the ability for organisms to adapt to the increasing environmental Nstress predicted under contemporary global climate change. Global climate change will likely have substantial impacts on living organisms and it is critical to examine how genetic variation may either facilitate or limit the ability for organisms to adapt to global climate change through natural selection. In the present inquiry-based classroom activity, students will use a chill-coma recovery assay to compare thermal tolerance among six different lines (3 fast recovering lines and 3 slow recovering lines) of the fly Drosophila melanogaster. The objective of the activity is to provide students the opportunity to assess natural genetic variation in cold tolerance in Drosophila melanogaster and to discuss the implications for this variation to allow adaptation by natural selection to occur, thus facilitating persistence of the species despite a changing climate. Possible topics of discussion that can be used in conjunction with this activity include: genetics, evolutionary biology, conservation biology, global climate change, ecology, statistics, the scientific method, and many others, allowing this experiment to facilitate diverse teaching and learning opportunities. This activity will allow students to identify questions and concepts that guide scientific investigations, learn how to conduct a scientific investigation (including use of appropriate tools and techniques for data collection), how to use scientific technology and mathematics including a basic understanding of statistical testing and analysis, and to develop their critical thinking and communication skills

2 DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change LESSON SEQUENCING GUIDE

Since the classroom teacher knows his or her students best, the teacher should decide the sequencing of lessons. The suggested sequencing guide below is based on 45 minute class periods.

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 WEEK 1 Homework Prior LESSON ONE: LESSON TWO: LESSON TWO: LESSON TWO: to Lesson One: Winners and Chilly Coma Assay Chill Coma Assay Chilly Coma Assay Background Article Losers of Climate and Evolution and Evolution and Evolution Reading with Change Investigation Investigation Investigation Guided Questions (Debrief (Assay background (Data Analysis (Mechanisms of Administer background presentation, and Lab Wrap Up Evolution Student Pre-assessment reading guide, run assay/collect Questions) Investigation (if using) complete Winners raw data) Papers) and Losers activity with species cards/debrief)

WEEK 2 LESSON TWO: LESSON THREE: LESSON THREE: Administer Post (Extension) Patterns of Natural Patterns of Natural Assessment Hardy Weinberg Selection Selection Extension Lesson and Practice Set (Types of (Group Selection Selection Lesson Predictions) and Practice)

DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change 3 Vocabulary

ASSAY GENETIC VARIATION investigative (analytic) procedure variation in alleles of genes that occurs both within CHILL COMA and among populations. Genetic variation is important the loss of mobility in insects and other ectotherms at because it provides the genetic material for natural low temperatures selection CHILL COMA RECOVERY GLOBAL WARMING the period of time that it takes for an insect to regain term for the observed century-scale rise in the average mobility after being in a chill coma temperature of the Earth’s climate system and its related effects CLIMATE CHANGE a change in global or regional climate patterns, in MUTATION particular a change apparent from the mid to late 20th change in DNA century onwards and attributed largely to the increased NATURAL SELECTION levels of atmospheric carbon dioxide produced by the one of the basic mechanisms of evolution in which use of fossil fuels. differential survival and reproduction of organisms DIRECTIONAL SELECTION occurs as a consequence of the characteristics of the natural selection in which an extreme phenotype (i.e., environment phenotype either greater or lesser than the population PHENOTYPIC PLASTICITY mean) is favored over other phenotypes, causing the the ability of one genotype to produce more than one allele frequency to shift over time in the direction of that phenotype in response to different environments phenotype STABILIZING SELECTION DISRUPTIVE SELECTION natural selection in which intermediate forms of a trait natural selection in which extreme forms of a trait are are favored and the extremes are selected against favored over intermediate values. Variance of the trait increases and the population is divided into two distinct groups. Over time, disruptive selection can lead to two new species EVOLUTION descent with modification, this includes small-scale evolution (changes in gene frequency in a population from one generation to the next) and large-scale evolution (the descent of different species from a common ancestor over many generations).

4 DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change NEXT GENERATION SUNSHINE STATE STANDARDS – SCIENCE

BENCHMARK LESSON 1 LESSON 2 LESSON 3 SC.912.L.15.13 Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the X X struggle to survive, which result in differential reproductive success.

SC.912.L.15.14 Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. X SC.912.L.15.15 Describe how mutation and genetic recombination increase genetic variation. X X SC.912.L.17.4 Describe changes in ecosystems resulting from seasonal variations, climate change, and succession X X X SC.912.L.17.16 Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse X X gases, ozone depletion, and surface and groundwater pollution.

SC.912.N.1.1 Define a problem based on a specific body of knowledge X X X SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative X X X scientific explanations to explain the data presented.

SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. X X X

SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena thus, a scientific theory X X X represents the most powerful explanation scientists have to offer.

DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change 5 ADVANCED PLACEMENT BIOLOGY ESSENTIAL KNOWLEDGE AND SCIENCE PRACTICES (SP)

ENDURING UNDERSTANDINGS & SCIENCE PRACTICES LESSON 1 LESSON 2 LESSON 3 Enduring Understanding 1.A: Change in the genetic makeup of a population overtime is evolution. X X

Enduring Understanding 1.C: Life continues to evolve within a changing environment. X X Enduring Understanding 3.A: Heritable information provides for continuity of life. X X Enduring understanding 4.C: Naturally occurring diversity among and between components within biological systems affects interactions with X X X the environment.

Science Practice 1: The student can use representations and models to communicate scientific phenomena and solve scientific problems. X X X

Science Practice 3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the X X X AP course. Science Practice 5: The student can perform data analysis and evaluation X X X of evidence. Science Practice 6: The student can work with scientific explanations X X X and theories.

6 DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change NEXT GENERATION SCIENCE STANDARDS (NGSS)

LESSON 1 LESSON 2 LESSON 3 HS-LS3-3.Apply concepts of statistics and probability to explain the X X variation and distribution of expressed traits in a population. HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. X X HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for X X limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.

HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of X X individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend X X to increase in proportion to organisms lacking this trait. HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. X HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and X X populations in ecosystems of different scales.

HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing X X conditions may result in a new ecosystem.

Crosscutting Concept 1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions X X X about relationships and the factors that influence them. Crosscutting Concept 2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such X X X mechanisms can then be tested across given contexts and used to predict and explain events in new contexts.

Crosscutting Concept 7. Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of X X X change or evolution of a system are critical elements of study

DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change 7 8 DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change LESSON 1 KEY QUESTION(S): The Winners and Losers of Climate Change Why does climate change affect some species more VOCABULARY than others?

CLIMATE CHANGE: a change in global or regional climate patterns, in particular a OVERALL TIME ESTIMATE: change apparent from the mid to late 20th century onwards and attributed largely to ONE 45 minute class period the increased levels of atmospheric carbon dioxide produced by the use of fossil fuels. (with pre-reading homework GLOBAL WARMING: term for the observed century-scale rise in the average prior to beginning the in class temperature of the Earth’s climate system and its related effects activity) PHENOTYPIC PLASTICITY: the ability of one genotype to produce more than one phenotype in response to different environments LEARNING STYLES: Visual, Kinesthetic, Auditory, LESSON SUMMARY Cooperative Students are assigned two articles to read for homework to prepare them for a class activity involving climate change “winners” and “losers”. In the first article students learn how climate change produces not only hotter temperatures, but also extreme weather events. In the second article students learn about phenotypic plasticity and look at several examples of genetic changes that have already occurred in species due to climate change. In class students receive a set of Climate Affected species cards and participate in an activity to predict which species populations are likely to increase (“winner”) or decrease (“loser”) in response to the current climate change trajectory.

STUDENT LEARNING OBJECTIVES • SWBAT identify that climate change results in not only global warming but also extreme weather events and shifted seasons. • SWBAT identify particular species that may be better suited to survive extreme climate change events (given the current change trajectory). • SWBAT propose why organisms that display greater phenotypic plasticity would be better suited to survive climate change events. MATERIALS • Article: More evidence that global warming is intensifying extreme weather, John Abraham, The Guardian, July 2015 • Article: Evolutionary Response to Rapid Climate Change; Bradshaw & Holzapfel, Science 2006 • Student Page: Whiplash Weather and Phenotypic Plasticity Homework Reading Guide • Climate Effected Species “Baseball Cards” • Student Page: Winners and Losers of Climate Change ADVANCE PREPARATION • Review Referenced Resources (below) • Print Articles (listed in materials above) — ONE copy per student • Print Student Page-Whiplash Weather and Phenotypic Plasticity Homework Reading Guide — ONE per student • Print Climate Effected Species “Baseball Cards”— (consider laminating for future use) — ONE set of 8 cards per group (2-4 students per group) • Print Student Page: Winners and Losers of Climate Change — ONE per student 1

DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change 9 PROCEDURE AND DISCUSSION QUESTIONS WITH TIME ESTIMATES

PRIOR TO DAY ONE/HOMEWORK 1. (1-2 MINUTES IN CLASS, ~35 MINUTES FOR STUDENTS OUTSIDE CLASS) Assign students to read both articles: More Evidence hat Global Warming Is Intensifying Extreme Weather and Evolutionary Response to Rapid Climate Change completing the Student Page — Whiplash Weather and Phenotypic Plasticity Homework Reading Guide as they read. DAY ONE 1. (3-5 MINUTES) Verbally review the content from the homework reading the previous night, answering questions and making clarifications as necessary.

a. The BIG ideas for the students to come away with from the background reading are

i. Climate change due to global warming has resulted in extreme weather events and shifted seasons.

ii. Organisms that display greater phenotypic plasticity would be better suited to survive climate change events.

2. (30-35 MINUTES) Pass out the Student Page: Winners and Losers of Climate Change and one set of the Climate Effected Species “Baseball Cards” to each group.

a. Ensure the students understand how to use Table 1. Trait sets associated with species’ heightened sensitivity and low adaptive capacity to climate change in conjunction with the baseball cards to fill out the Winners and Losers Species Matrix.

i. Assist students as necessary as they complete the activity.

ASSESSMENT SUGGESTIONS

• Collect either/both Student Page(s)

EXTENSIONS

• Have students create a species awareness conservation poster to share with their peers based on question 2 from Student Page: Winners and Losers of Climate Change

• Class discussion using ScienceNews Heat Turns Wild Genetic Reptiles into Functional Females. Suggested question prompt: “If climate change continues on its current trajectory will this species be a winner or a loser? Why?”

RESOURCES/REFERENCES Abraham, John. “More Evidence That Global Warming Is Intensifying Extreme Weather.” TheGuardian.com. The Guardian, 01 July 2015. Web. 01 July 2015.

Bradshaw, W. E. “CLIMATE CHANGE: Evolutionary Response to Rapid Climate Change.” Science 312.5779 (2006): 1477-478.

Foden, Wendy B. “Identifying the World’s Most Climate Change Vulnerable Species: A Systematic Trait-Based Assessment of All Birds, Amphibians and Corals.” PLOS ONE. 12 June 2013. Web. 01 July 2015.

Milius, Susan. “Heat Turns Wild Genetic Male Reptiles into Functional Females.” Science News., 01 July 2015. Web. 03 July 2015.

10 DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change →STUDENT PAGE

Whiplash Weather and Phenotypic Plasticity

Reading Guide

MORE EVIDENCE THAT GLOBAL WARMING IS INTENSIFYING EXTREME WEATHER 1. How does global warming lead to extreme weather events?

2. Define “whiplash weather.” In your own words explain what it means that the trends relating climate change to severe weather the scientists write about in their paper are “statistically significant.”

3. People who don’t understand climate change sometimes point to extreme snow conditions such as the polar vortex as evidence that global warming is a myth. After reading this article how would you respond to a person who says global warming is not occurring?

EVOLUTIONARY RESPONSE TO RAPID CLIMATE CHANGE 1. Differentiate between genotype and phenotype.

2. In your own words define “phenotypic plasticity” and list 3 examples of phenotypic plasticity in response to changes in climate.

DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change 11 3. List 3 species in which genetic changes have been observed in response to climate change.

4. Explain why the authors write that genetic changes in the observed species are the result of cues that correspond to seasonality, rather than to hotter temperatures alone.

5. Define the term “dormancy.” (You may need to look this up if you don’t know)

Latitude Lines

6. Global warming is proceeding faster in (northern, tropical) latitudes. (circle one)

7. How has this shift affected insects at the latitudes where global warming is occurring more rapidly?

12 DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change →STUDENT PAGE Climate Effected Species “Baseball Cards”

O AN REED FROG TIGER MOSQUIT AFRIC ARGU ASIAN S HYPEROLIUS AEDES ALBOPICTU Kingdom: Animalia, Phylum: Chordata Kingdom: Animalia, Phylum: Arthropoda Class: Amphibia, Order: Anura Class: Insecta, Order: Diptera Family: Hyperoliidae, Genus: Hyperolius Family: Culicidae, Genus: Aedes

OED LIZARD FOUR T TATUM CORAL HEMIDACTYLIUM SCU MADRACIS KIRBYI Kingdom: Animalia, Phylum: Cnidaria Kingdom: Animalia, Phylum: Chordata Class: Anthozoa, Subclass: Hexacorallia Class: Amphibia, Order: Caudata Order: Scleractinia, Family: Astrocoeniidae Family: Plethodontidae, Genus: Hemidactylium Genus: Madracis

DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change 13 HABITAT: Native to tropical and subtropical regions, they are successfully adapting to cooler regions. In the warm and humid tropical regions, they are active the entire year long; however, in temperate regions they hibernate over winter. This mosquito has become a significant pest in HABITAT: Near water in rather dense savannas many communities because it closely associates of eastern Africa from southernmost, coastal with humans (rather than living in wetlands), and Somalia to coastal South Africa. H. ARGUS is a typically flies and feeds in the daytime in addition widely distributed lowland species which thrive to at dusk and dawn. The Asian Tiger mosquito is in a variety of annual temperature ranges and are an important vector for the transmission of many found in ponds and temporary pools in savanna, viral pathogens, including the Yellow fever virus, shrubland and grassland. dengue and Chikungunya fever. DIET: Prey consists mainly of a variety of insects. DIET: Like other mosquito species, only the females Predators include various fish, birds, snakes, require a blood meal to develop their eggs. Males terrapins, spiders and other frogs. and females feed on nectar and other sweet plant juices. REPRODUCTION: They produce freshwater dependent aquatic larvae that have short REPRODUCTION: The female lays her eggs near maximum dispersal differences. water typically near a stagnant pool. However, any open container containing water will suffice for larvae development, even with less than an ounce of water in. It can also breed in running water, so stagnant pools of water are not the mosquitos’ only breeding sites.

HABITAT: Four toed lizards belong to a family of lungless salamanders and are native to Eastern North America. They survive within a narrow HABITAT: This rare species is only found in the precipitation range as they must keep their skin northern and central Indian Ocean and southwest wet in order to effectively breathe through it. Pacific. This species occurs in most reef Four toed lizards only live in sphagnum bogs, environments and prefers low-light areas. grassy areas surrounding beaver ponds and DIET: Dependent on heat-intolerant forests rich with mosses. Zooxanthellae for energy (food). DIET: Small invertebrates, such as spider, REPRODUCTION: Madracis kirbyi has a very slow worms, ticks, springtails, ground beetles and growth rate and the age of first maturity of most other insects. reef building corals is typically three to eight REPRODUCTION: Mating occurs in terrestrial years old. Based on average sizes and growth areas throughout the fall months. In early spring rates, scientists assume that average generation the females nest on land, along the banks of small length is 10 years. ponds (a microhabitat requirement). After the 4–6 week embryonic period, the larvae hatch and make their way to the adjacent pond (thus the species has short maximum dispersal distances). Compared to other amphibians lungless lizards have a slow turnover of generations.

14 DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change →STUDENT PAGE

WARBLERS OQUI FANTAIL OMMON C OQUI OLA C ACTYLUS C GENUS CISTIC ELEUTHEROD Domain: Eukaryotic, Kingdom: Animalia Kingdom: Animalia, Phylum: Chordata Phylum: Chordata, Class: Amphibia Class: Aves, Order: Passeriformes Order: Anura, Family: Leptodactylidae Family: Cisticolidae, Genus: Cisticola Genus: Eleutherodactylus

FINGERED POISON FROGSTIS HORNBILLS TRINITA AE FAMILY MANNOPHRYNE BUCEROTID Kingdom: Animalia, Phylum: Chordata Kingdom: Animalia, Phylum: Chordata Class: Amphibia, Order: Anura Class: Aves, Order: Bucerotiformes Family: Aromobatidae, Genus: Mannophryne Family: Bucerotidae

DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change 15 HABITAT: The genus contains about 45 species and the majority live in tropical and subtropical regions of Africa. A variety of open habitats HABITAT: Coquí is the common name for are occupied. These include wetlands, moist a genus that includes 17 species in Puerto or drier grasslands, open or rocky mountain Rico. The species is named for the loud call slopes, and human-modified habitats such as the males make at night. Many species are road verges, weedy areas or pasture. found only within a small habitat on just one island and have narrow temperature DIET: Cristicolas eat a wide variety of insects. and precipitation niches. The parasitic weaver is a specialist parasite of cisticolas and is negatively affected by DIET: Feed primarily upon arthropods. climate change. REPRODUCTION: Eggs hatch directly REPRODUCTION: Females build their pouch into small frogs, completely bypassing nest suspended within a clump of grass. The the tadpole stage. Most species are average clutch is about 4 eggs, which take characterized by parental behaviors, such about 2 weeks to hatch. Two broods a year as egg-guarding by either the male or occur in many regions. Females can sometimes female parent. Young do not usually travel breed in their first year. very far from the location they hatch.

HABITAT: M. trinitatis is endemic to (found HABITAT: Hornbills (Bucerotidae) are only in) Trinidad, where they are concentrated a family of birds found in tropical and mainly in the Northern and Central Ranges. subtropical Africa and Asia. Many species Fingered poison tree frogs have both narrow have small ranges and hornbills tend to temperature and precipitation niches. be territorial. DIET: Adults feed on small insects and DIET: The Hornbill family is omnivorous, arthropods. Juvenile animals may feed on small feeding on fruit and small animals. Drosophila (flies). The tadpoles are herbivorous REPRODUCTION: They are monogamous and feed on leaf litter and algae. breeders nesting in natural cavities in trees REPRODUCTION: Females deposit small and sometimes cliffs. After breeding, the clutches of eggs in terrestrial nests. After female uses regurgitated food, droppings, hatching, one of the parents transports the and mud to seal the opening of the tree tadpoles to a small water body (a microhabitat hollow until only a small slit remains. She requirement), where they complete their lays her eggs and sits on them while the development to metamorphosis. Compared to male flies back and forth bringing her food. other amphibians fingered poison frogs have a slow turnover between generations.

16 DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change →STUDENT PAGE

Winners and Losers of Climate Change

INSTRUCTIONS: Use Table 1 and Figure 2 from the collaborative study entitled Identifying the World’s Most Climate Change Vulnerable Species: A Systematic Trait-Based Assessment of all Birds, Amphibians and Corals to complete the Species Vulnerability Matrix.

TABLE 1. TRAIT SETS ASSOCIATED WITH SPECIES HEIGHTEN SENSITIVITY AND LOW ADAPTIVE CAPACITY TO CLIMATE CHANGE.

DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change 17 SPECIES VULNERABILITY MATRIX: Check any of the following boxes for each species if the factor is contributing negatively towards the species continued success given the current impact of climate change. Column “e. rarity” has been completed for you, for all 8 species.

b./c. environmental d. a. specialized tolerances/ interspecific f. poor habit dependence on interaction e. rarity dispersal environmental dependence ability triggers African Reed Frog Asian Tiger Mosquito Four Toed Lizard x Coral x Fantail Warbler Common Coqui x Fingered Poison Frogs x Hornbill

POST ACTIVITY QUESTIONS: 1. Calculate the total risk factor for each species by adding the number of checked boxes. Write this number into the matrix as a new right hand column. Order the species based on highest to lowest vulnerability below.

2. Any species with 3 or more check marks in the matrix above is considered a “loser” in response to climate change. Did any of the species categorized as “loser” surprise you? What about the “winners”? Why?

3. Using your completed matrix, Table 1 and the map provided on the next page (Figure 2), which region of the world is in the greatest need for biology conservation inventions, given the current climate change trajectory? Support your claim with specific evidence from the activity.

18 DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change FIGURE 2. CONCENTRATIONS OF CLIMATE CHANGE VULNERABLE SPECIES.

NOTE: Regions on the map containing species which exhibit sensitivity, low adaptive capacity and high exposure are shaded in maroon.

DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change 19 →LESSON 1: TEACHER PAGE

Winners and Losers of Climate Change

TABLE 1. TRAIT SETS ASSOCIATED WITH SPECIES HEIGHTEN SENSITIVITY AND LOW ADAPTIVE CAPACITY TO CLIMATE CHANGE.

20 DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change →LESSON 1: TEACHER PAGE

SPECIES VULNERABILITY MATRIX: Check any of the following boxes for each species if the factor is contributing negatively towards the species continued success given the current impact of climate change. Column “e. rarity” has been completed for you, for all 8 species.

b./c. “Total Score” environmental d. students a. specialized tolerances/ interspecific f. poor will add this habit dependence on interaction e. rarity dispersal column in environmental dependence ability analysis triggers question 1 African Reed Frog x 1 Asian Tiger Mosquito 0 Four Toed Lizard x x x x 4 Coral x x x x x 5 Fantail Warbler 0 Common Coqui x x x x 4 Fingered Poison Frogs x x x 3 Hornbill x x x 3

See matrix above.

Student responses will vary.

DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change 21 →LESSON 1: TEACHER PAGE

FIGURE 2. CONCENTRATIONS OF CLIMATE CHANGE VULNERABLE SPECIES.

NOTE: Regions on the map containing species which exhibit sensitivity, low adaptive capacity and high exposure are shaded in maroon.

22 DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change LESSON 2 KEY QUESTION(S): CHILL COMA ASSAY AND Is there potential for natural selection to act upon cold EVOLUTION INVESTIGATION coma recovery in Drosophila melanogaster? VOCABULARY OVERALL TIME ESTIMATE: CHILL COMA: the loss of mobility in insects and other ectotherms at low THREE 45 minute class temperatures periods (with optional 4th CHILL COMA RECOVERY: the period of time that it takes for an insect to regain day for Hardy-Weinberg mobility after being in a chill coma application) ASSAY: investigative (analytic) procedure LEARNING STYLES: EVOLUTION: descent with modification, this includes small-scale evolution (changes Visual, Kinesthetic, Auditory, in gene frequency in a population from one generation to the next) and large-scale Cooperative evolution (the descent of different species from a common ancestor over many generations). NATURAL SELECTION: one of the basic mechanisms of evolution in which differential survival and reproduction of organisms occurs as a consequence of the characteristics of the environment MUTATION: change in DNA GENETIC VARIATION: variation in alleles of genes that occurs both within and among populations. Genetic variation is important because it provides the genetic material for natural selection

LESSON SUMMARY In this two day lesson, with an optional third day exploring the Hardy-Weinberg Principle to quantify evolutionary change in a population, students will have the opportunity to run the Chill Coma Recovery Assay with live Drosophila melanogaster specimens as an engaging introduction before further exploring the mechanisms of evolutionary change in a population, specifically in response to climate change. In Part I of this lesson students will perform a hands on lab procedure; use statistical analysis both on pen and paper, as well as using computer-based spreadsheets in Microsoft Excel; before exploring the mechanisms of evolution via supported self-investigation in Part II. Part III of the lesson is the optional Hardy-Weinberg activity that will further deepen student understanding of biostatistics, including both instruction and practice using the Hardy-Weinberg equations as well as additional application of the Chi- Squared statistical test.

STUDENT LEARNING OBJECTIVES • SWBAT identify mechanisms of evolution • SWBAT relate laboratory data to scientific phenomenon • SWBAT understand the importance of genetic variation in evolution • SWBAT create graphs and mathematically analyze data collected from an experiment 2

DROWSY DROSOPHILA: Rapid Evolution in the Face of Climate Change 23 CHILL COMA RECOVERY TIME ASSAY BACKGROUND: The fly Drosophila melanogaster has proven to be a successful model for examining organismal thermotolerance and responses to temperature extremes and fluctuations. Drosophila melanogaster originated in Africa and ancestral popula